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Title: Visual attention in mathematics classroom: use of eye-glass cameras

Authors: Holly Heshmati; Danyal Farsani

Addresses: Centre for Teacher Education, University of Warwick, Coventry, CV4 7AL, UK ' Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, 8900, NO-7491, Norway

Abstract: Engaging with students and building rapport is critical for teachers in order to teach classes, communicate core concepts and emotionally connect with their students. This paper reports on a study that was conducted in a primary school in Santiago, Chile where a sample of 6 selected students (3 boys and 3 girls) wore a mini video camera mounted on eyeglasses in their Mathematics and English lessons. Using google images, frames from the recordings where the classroom teacher appeared in the students' visual field were captured automatically and objectively. The results show that there was a difference in visual engagement of boys and girls at different times of the lesson. Additionally, boys and girls displayed different patterns of visual engagement in their Mathematics and English lessons. Participants paid significantly more attention in their Mathematics lessons compared to their English lessons.

Keywords: visual attention; engagement; classroom interaction; nonverbal communication; eye gaze.

DOI: 10.1504/IJIIE.2022.125437

International Journal of Innovation in Education, 2022 Vol.7 No.3/4, pp.285 - 291

Received: 29 Oct 2020
Accepted: 21 Nov 2021

Published online: 09 Sep 2022 *

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